Abstract: The aim of this study was to investigate the extent of teachers’ experiences of tobephobia (TBP) in their heterogeneous classrooms and what impact this had on their emotions and job satisfaction. The expansive and continuously changing demands for quality and equal education for all students in educational organisations that have limited resources connotes that the negative effects of TBP cannot be simply ignored as being non-existent in the educational environment. As this quantitative study reveals, teachers disliking their job with low expectations, lack of motivation in their workplace and pessimism, result in their low self-esteem. When there is pessimism in the workplace, then the employees’ self-esteem will inevitably be low, as pointed out by 97.1% of the respondents in this study. Self-esteem is a reliable indicator of whether employees are happy or not in their jobs and the majority of the respondents in this study agreed that their experiences of TBP negatively impacted on their self-esteem. Hence, this exploratory study strongly indicates that productivity in the workplace is directly linked to the employees’ expectations, self-confidence and their self-esteem. It is therefore inconceivable for teachers to be productive in their regular classrooms if their genuine professional concerns, anxieties, and curriculum challenges are not adequately addressed. This empirical study contributes to our knowledge on TBP because it clearly outlines some of the teaching problems that we are grappling with and constantly experience in our schools in this century. Therefore, it is imperative that the tobephobic experiences of teachers are not merely documented, but appropriately addressed with relevant action by every stakeholder associated with education so that our teachers’ emotions and job satisfaction needs are fully taken care of.
Abstract: The aim of the present paper is to study properties of
Quasi conformally flat LP-Sasakian manifolds with a coefficient α.
In this paper, we prove that a Quasi conformally flat LP-Sasakian
manifold M (n > 3) with a constant coefficient α is an η−Einstein
and in a quasi conformally flat LP-Sasakian manifold M (n > 3)
with a constant coefficient α if the scalar curvature tensor is constant
then M is of constant curvature.
Abstract: Many schools throughout the world are facing constant pressure to cope with the violence and drug abuse of learners who show little or no respect for acceptable and desirable social norms. These delinquent learners tend to harbour feelings of being beyond reproach because they strongly believe that it is well within their rights to engage in violent and destructive behaviour. Knives, guns, and other weapons appear to be more readily used by them on the school premises than before. It is known that learners smoke, drink alcohol, and use drugs during school hours, hence, their ability to concentrate, work, and learn, is affected. They become violent and display disruptive behaviour in their classrooms as well as on the school premises, and this atrocious behaviour makes it possible for drug dealers and gangsters to gain access onto the school premises. The primary purpose of this exploratory quantitative study was therefore to establish how tobephobia (TBP), caused by school violence and drug abuse, affects teaching and learning in schools. The findings of this study affirmed that poor discipline resulted in producing poor quality education. Most of the teachers in this study agreed that educating learners who consumed alcohol and other drugs on the school premises resulted in them suffering from TBP. These learners are frequently abusive and disrespectful, and resort to violence to seek attention. As a result, teachers feel extremely demotivated and suffer from high levels of anxiety and stress. The word TBP will surely be regarded as a blessing by many teachers throughout the world because finally, there is a word that will make people sit up and listen to their problems that cause real fear and anxiety in schools.
Abstract: For schools to be desirable places in which to work, it
is necessary for principals to recognise their teachers’ emotions, and
be sensitive to their needs. This necessitates that principals are
capable to correctly identify their emotionally intelligent behaviours
(EIBs) they need to use in order to be successful leaders. They also
need to have knowledge of their emotional intelligence and be able to
identify the factors and situations that evoke emotion at an
interpersonal level. If a principal is able to do this, then the control
and understanding of emotions and behaviours of oneself and others
could improve vastly. This study focuses on the interpersonal EIBS
of principals affecting the job satisfaction of teachers. The correlation
coefficients in this quantitative study strongly indicate that there is a
statistical significance between the respondents’ level of job
satisfaction, the rating of their principals’ EIBs and how they believe
their principals’ EIBs will affect their sense of job satisfaction. It can
be concluded from the data obtained in this study that there is a
significant correlation between the sense of job satisfaction of
teachers and their principals’ interpersonal EIBs. This means that the
more satisfied a teacher is at school, the more appropriate and
meaningful a principal’s EIBs will be. Conversely, the more
dissatisfied a teacher is at school the less appropriate and less
meaningful a principal’s interpersonal EIBs will be. This implies that
the leaders’ EIBs can be construed as one of the major factors
affecting the job satisfaction of employees.